Learning outcomes based curriculum in teacher education Workshop Dr Eve Eisenschmidt Vice-rector for development Tallinn University, ESTONIA Dr Maiki Udam Estonian Quality Agency for Higher and Vocational Education, ESTONIA

Aim of the workshop to understand the logic and challenges of study program development in teacher education field; to practice writing of learning outcomes and assessment criteria; to critically analyse, combine and synthesize various learning outcomes and assessment criteria; to update at least one curriculum taught by the participant.

Learning outcomes of the workshop On successful completion of this workshop, participants: are aware of different approaches to curriculum development, know how to develop learning outcomes and how to choose assessment criteria; have updated their own curricula.

Schedule of the day – Introduction of the day – Curricula development in teacher education field, experience from Tallinn University – Working on learning outcomes Break – Reflecting proposed learning outcomes – Various approaches to assessment criteria and methods Break – Developing assessment criteria and methods in participants’ own curriculum – Updating assessment criteria. Summary

Context: Challenges in Estonian educational system Change towards student centered teaching approach Improve teachers’ profession in society Developing digital literacy skills Strengthening the connection between education and innovative economy Implementing lifelong learning approach Our challenges …

Estonian Lifelong strategy Vision 2020: Learning is lifestyle Responsibility – People understand that learning and self- development are their own choice and responsibility Needs – Studies are based on the learner’s interests and capabilities, they support his or her development and meet actual labour market needs Opportunities – The lifelong learning system offers good quality, modern, flexible study opportunities that also take the learners’ special needs into account

Requirements for Teacher Education in Estonia Teacher training is provided at university on master level (Tallinn University, University of Tartu) Induction year for beginning teachers Every schoolleader is responsible for planning and creating possibilites for teachers’ professional development (earlier policy: teachers have to pass 160 hours in-service training during five years)

Teacher’s competences Step III Continuing education: Self- reflection and analysis lecturers tutors mentor colleagues head teacher society Step II Induction year: Socialization and cooperation Initial education: Linking theory and practice Step I Main steps of teacher’s professional development Continium of teacher’s professional development

Teacher’s professional standards Teacher, level 6, acquired upon passing of basic training of a kindergarten teacher (applied higher education or Bachelor’s study) or certification of the competency Teacher, level 7, acquired upon passing of basic training of a teacher (Master’s study) or certification of the competency Senior teacher, level 7, who in addition to the conduction of learning activities supports the development of other teachers and the organisation and develops methodology of the field in his/her own organisation; Master teacher, level 8, who in addition to the conduction of learning activities participates in development and creative activities in and outside the organisation and operates in tight cooperation with a university.

Teacher 1.Planning of learning and teaching activities: determination of development and learning needs of a learner, drafting of work plans of a teacher, involvement of parties, Selection of learning materials. 2.Development of learning environment: physical learning environment, intellectual learning environment, organisational culture. 3. Supporting of learning and development: management of learning process and group, supporting the development of a learner, feedback and evaluation supporting learning and development, involvement of parties.

Teacher (2) 4. Reflection and professional self-development: analysis of own work of the teacher and self- development, research of teaching and learning, ensuring own physical, intellectual and emotional well-being. 5.Counselling of learner and parent 6.Development, creative and research activities: Development of the policy of the field of education and planning of development, drafting or adaptation of learning materials targeted to learners.

Senior teacher, Additionally optional parts of work (to choose one): 7. Management: project and development activities, management of subject, professional and/or speciality associations. 8. Instruction and training of teachers: training of active teachers, instruction or coordination of teacher training practice.

Master teacher Additionally: 7.Management: formation of a team and decision-making, management of project and development activities, management of subject, professional and/or speciality associations. And optional parts of work (to choose one) - Instruction and training of teachers: other in- service teachers, conduction of basic teacher training, instruction or coordination of teacher training practice, counselling of teaching staff of teacher training, supervision or review of educational research. - Development of methodology and learning materials and conduction of research.

What are the differences and similarities between teacher’s competences in Azerbaijan and Estonia? Questions? Thoughts?

Initial teacher education in Estonia Teacher education for all school levels consist of three parts: 1.general studies; 2. special studies; 3.general studies in educational science, psychological and didactic studies and practical training: Courses in general studies in educational sciences and psychology: Emotional and Social Aspects of Learning Supporting Learning and Development Differentiation of Learning Teacher and Student as Learners in School and Society 15

Forms of the university- school partnership Initial education- student teachers’ practice, developing new approaches in teaching and learning Induction period – support system for newly qualified teachers School development and teachers’ in-service training

Continuous pedagogical practice Opportunities to associate studies of the basic module with teacher’s activities in an educational institution. Mainly conducted in Innovation/partner Schools. Forms skills to reflect teachers’ and learners’ activities in order to support his/her own development as a teacher. Gives a student teacher an opportunity to perform observation tasks in different institutions, levels, and with different students (incl. these with special educational needs).

Teaching practice Observation, assisting teaching Teaching single units/lessons Peer- teaching Teaching longer term (up to 3 month)

Learning outcomes of the the study programme Graduate: 1.is capable of planning and managing a study program, designing a learning environment, guiding individual learning and encouraging study motivation 2. possesses leadership and teamwork skills necessary for engaging different partners, such as learners, colleagues and other partners in the educational system 3.is able to apply scientific methods and educational/technological tools in analyzing and designing a learning programme and environment and in evaluating the learner´s progress 4.demonstrates knowledge of different learning approaches, child development, education in society and the professional and ethical requirements for a teacher 5.understands the two didactic sub-fields of their mother tongue: the in-depth knowledge of Estonian language and literature and the awareness of recent developments in Estonian culture 6. is prepared to assess their professional activity and plan further learning and professional development

Compare learning outcomes of your study programme with an Estonian example. What are the main similarities and differences? Do you recognize any generic competences?generic competences

Learning outcomes of study module The student: 1.is capable to plan and lead educational and learning process and to design learning environment; 2.is capable to support motivation and to develop learner´s reading interest (as well as other cultural interests) according to learner´s interests; 3.is capable to work in a team and as a leader of team by involving different partners - colleagues, learners and other partners in the educational system and society; 4.can use scientific methods and educational technology tools to analyse learning process and learning environment and to assess learners´ development and to make further development plans; 5.demonstrates knowledge of different learning concepts, child development, educational paradigms in society and is able to apply the knowledge in different situations; 6.demonstrates knowledge of teacher professional and ethic values; demonstrates preparedness to analyse and plan his/her professional development.

Compare learning outcomes with categories of Bloom taxonomy

Bloom’s Taxonomy (1956) 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge

Excercise Analyse learning outcomes of your curriculum, formulate new learning outcomes if needed

Analyse assessment criteria and methods

Assessment Methods Essay Open-book examination Multiple choice test Presentation Case study Project Practicum Portfolio …

Excercise Choose methods and write grade assessment criteria for one method for the subject you teach

Learning outcomes Assessment methods Learning activities Student’s estimated workload (hours) Planning own curriculum

References Meristo, M., Eisenschmidt, E. (2014). Novice Teachers' Perceptions of School Climate and Self-Efficacy. International Journal of Educational Research, 67, Eisenschmidt, E., Oder, T., Reiska, E. (2013). The Induction Programme - Teachers' Experience after Five Years of Practice. Mentoring & Tutoring: Partnership in Learning, 21, Anspal, T.; Eisenschmidt, E.; Löfström, E. (2012). Finding Myself as a Teacher - Exploring the shaping of teacher identities through student teachers’ narratives. Teachers and Teaching: Theory and Practice, 18(2), Löfström, Erika; Eisenschmidt, Eve (2009). Novice teachers’ perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher education, 25(5),